Les professions libérales sont définies par la loi du 22 mars 2012 et sont caractérisées par leur degré de qualification, leur indépendance et leur grande ancienneté pour certaines comme les médecins ou les avocats. En effet, leurs racines peuvent remonter jusqu' à l'Antiquité gréco-romaine et de ce fait, elles sont profondément ancrées dans nos sociétés occidentales.Les professions libérales ont surmonté les grandes crises des siècles passés tout en conservant les règles et traditions qui leurs sont intrinsèques comme l'indépendance ou le respect de règles déontologiques. Néanmoins, ces professions se sont peu à peu rapprochées des modèles classiques du monde des affaires en s'assimilant elles-mêmes à des entrepreneurs et en se regroupant pour exercer. Actuellement, elles font face à de nouveaux changements initiés par la volonté des institutions de l'Union européenne de les rendre plus compétitives et de les soumettre aux règles du droit de la concurrence. La récente et difficile adoption de la loi dite "Macron" en est la parfaite illustration. Ainsi, l'étude de leurs origines et de leur développement permet, d'une part, de comprendre les raisons de l'existence de structures d'exercice qui leurs sont propres et d’autre part, de se questionner sur leur nature, la préservation de leurs caractéristiques et les potentielles limites à l'évolution de leurs modes d'exercice en commun. / Independent professions, which are called in french « professions libérales », are a certain type of professionals highly qualified such as lawyers or medical doctors, for instance.Their common roots are deeply attached to the long history of occidental societies starting from the Greek and Roman Antiquity.They faced and overcame several crisis during their evolution but they managed to preserve their main features such as independence or specific codes of ethics.Indeed, step by step, they started to merge with the common classic business structures and adapt their specificities to the modern economy.Nowadays, they still have to adapt themselves to new major economic stakes including those coming from the European Union requirements of becoming more competitive and follow the rules of competition law.On the one hand, studying the origins of those professions and the way they built themselves, allow us to understand why they needed their own structures and ways of working together. On the other hand, this approach leads us to the following question: Are the independent high qualified professions, or liberal professions, doomed to reach limits in their evolution toward modernity because of their own nature?In France, it seems like they are, and will be, undergoing changes for years to come and maybe their legal definition will also have to evolve with them.

A presente pesquisa teve como principal objetivo compreender como os sujeitos com necessidades educacionais especiais vêem e percebem os movimentos em prol da educação inclusiva, bem como identificar quais suas perspectivas com relação à inclusão, explorando, ainda, os processos inclusivos no Ensino Superior. Para tanto, utilizou-se como estratégia metodológica a análise dos itinerários de vida de três acadêmicos com necessidades educacionais especiais. A escolha desses sujeitos se deu devido ao fato de possibilitarem a análise das práticas de inclusão tanto na educação básica quanto no contexto universitário. Foram realizadas entrevistas semi-estruturadas com os três sujeitos investigados e os dados coletados foram analisados a partir dos pressupostos da teoria sócio-histórica e dos estudos sobre defectologia de Vygotski. Considerando que não foram estabelecidas categorias de análise a priori, os dados coletados foram agrupados, num esforço que buscou identificar aspectos recorrentes, referenciados nas entrevistas que fossem ao encontro dos objetivos traçados para a pesquisa. Isto posto, foram elencadas as seguintes categorias: o reconhecimento dado pelos sujeitos às suas famílias; os entraves e avanços no fazer inclusivo; as contribuições dos sujeitos para a qualificação das práticas inclusivas em educação e a inclusão no ensino superior. Os três itinerários demonstram a superação do estereotipo de deficiente a partir do investimento nas interações sociais dos sujeitos. A partir da análise dos dados pôde-se observar ainda que o preconceito apresenta-se como um dos principais entraves ao fazer inclusivo, o que por sua vez origina-se da falta de conhecimento e contato com as pessoas com necessidades especiais. Da mesma forma, a inclusão no ensino superior mostrou-se como um tema que precisa ser incorporado à pauta de estudos e debates da sociedade e, principalmente das instituições universitárias. Por fim, cabe ressaltar que os sujeitos com necessidades especiais se mostram abertos ao debate e à construção de uma sociedade inclusiva e muito tem a nos dizer e a contribuir. / The recent research had as a main objective to understand how individuals with educational disabilities see and realize the movements in favor of inclusive education, as well as to identify what are their perspectives towards this inclusion, exploring still, inclusive processes in higher education. Therefore, we used as methodology strategy the analyses of life itineraries of three students with special educational needs. These individuals were chosen due to the fact of making possible the analysis of inclusive practices in fundamental education as much as in the university context. There were made semi structured interviews with the three investigated persons and the collected data was analyzed from the postulates of the social-historical theory and the studies about Vygotski`s defectology. Considering that no categories of analysis a priori, were determined, the collected data was grouped in an effort that aimed to identify the recurrent aspects, regarding the interviews that were going to meet the objectives outlined for the research. After that, the following categories were listed: recognition given by the individuals to their families; the obstacles and improvements in the inclusive practice; contributions of the individuals to qualify the inclusive practice in education and the inclusion in higher education. The three itineraries demonstrate there has to be done investment in the social interactions of disabled people in order to overcome the stereotypes carried by them. From the data analyzed, we could observe still that the prejudice, which originated from the lack of knowledge and contact with people in special needs, comes as one of the main impediments of the inclusion. In the same way, the inclusion in higher education revealed as a subject that needs to be incorporated to the guideline of studies and debates of the society and, mainly of the university institutions. To sum up, it is important to stand out that the individuals with special needs are open to the debate and to the construction of an inclusive society and that they have a lot to say and to contribute.

Submitted by Caroline Falcao (caroline.rfalcao@ufpe.br) on 2017-05-24T18:00:23Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) dissertao_mrcio andrade_bloq.pdf: 2451994 bytes, checksum: fe91f06770dbc0aa51c427f009bd1785 (MD5) / Made available in DSpace on 2017-05-24T18:00:23Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) dissertao_mrcio andrade_bloq.pdf: 2451994 bytes, checksum: fe91f06770dbc0aa51c427f009bd1785 (MD5) Previous issue date: 2013-03-26 / Este trabalho apresenta uma pesquisa participante que analisa como a produção de narrativas audiovisuais pode contribuir para ampliar as concepções e perspectivas de inclusão digital (ID) de jovens de comunidades periféricas do Recife, considerando a dimensão comunicativa deste fenômeno. Para isso, foram usadas referências para atender a três campos temáticos – um, sobre as influências das tecnologias digitais na sociedade e os projetos de inclusão digital; outro, sobre a evolução do ato narrativo, as possibilidades narrativas no ciberespaço e a narratividade audiovisual; e, por fim, outro sobre as ações socioeducativas por meio dos vídeos digitais com jovens na periferia e suas relações com os conceitos de inclusão digital. Como metodologia, empregou-se o questionário semi-estruturado para delinear as concepções e perspectivas de ID destes jovens e seus hábitos de uso de internet e de comunicação. Posteriormente, foram realizadas oficinas de criação de vídeos digitais, em que se registrou o processo de criação destes jovens, sendo, ao final, aplicado outro questionário e realizadas duas entrevistas semiestruturadas – uma, individual; outra, coletiva –, a fim de identificar as mudanças que aconteceram nas concepções e perspectivas de inclusão digital dos sujeitos após o contato com este tipo de produção. Os resultados mostram que os jovens apresentaram mudanças nas concepções e perspectivas de ID a partir de sua participação na oficina de produção, compreendendo-a por vertentes comunicacionais e criativas ao invés de enfatizar mais aspectos técnicos ou de empregabilidade deste fenômeno. / This paper presents a survey participant who analyzes how the production of audiovisual narratives can contribute to enlarge the conceptions and perspectives of digital inclusion (DI) of youths from peripheral communities of Recife, considering the communicative dimension of this phenomenon. For this reason, references were used to meet three thematic fields – one, about the influences of digital technologies in society and digital inclusion projects; another, about the evolution of narrative, the narrative possibilities in cyberspace and audiovisual narrative and, finally, another about social and educational activities through digital videos with youth in the periphery and their relationship with the concepts of digital inclusion. The methodology that we used was the semi-structured questionnaire to outline the concepts and perspectives of DI that these youth had developed and their usage habits of internet and communication. Subsequently, workshops were held to create digital videos, who registered in the creation process of these young people, and, in the end, applied another questionnaire and conducted two semi-structured interviews – one, individual and another, collective - in order to identify the changes that have happened in the concepts and perspectives of digital inclusion of subjects after contact with this type of production. The results show that young people showed changes in conceptions and perspectives of DI from their participation in the workshop production, understanding the aspects of communication and creative rather than emphasizing more technical or employing aspects of this phenomenon.

Made available in DSpace on 2014-08-20T13:44:25Z (GMT). No. of bitstreams: 1 dissertacao_junior_moises_da_silva.pdf: 508378 bytes, checksum: b82f3cd750adb4381bcf6f506c9a8e41 (MD5) Previous issue date: 2011-12-28 / This study aimed to identify the structure surrounding the certification of seeds in the State of Goiás, tacking into account the approved area, production and commerce of seeds of the most important species for the State during the agricultural years of 2008/09 and 2009/10. For both data collections were made at the Ministry of Agriculture and Supplying as the certification, the credential and particular certifiers laboratories and official laboratories, certifiers own production, traders, repackaged and samplers. On the other hand certifiers were also questioned about quality of its certifications, with questions about staff, its own laboratories, certify the cost to the different species/category, activity in Goiás and other states and pertinent subjects as impediments and perspectives to the certification in Goiás and expectations to the trade of seeds. With the gotten information it was concluded that the production chain is adequately equipped, structurally as technical, needing however of one better organization between its some links. It was also verified in Goiás toward all the categories the biggest production of seeds is come back toward maize and soy, therefore in such a way the register of areas and the commercialization of these seeds also follows the same trend. / O presente trabalho teve o de objetivo identificar a estrutura que envolve a certificação de sementes no Estado de Goiás, levando em conta a área aprovada, a produção e a comercialização de sementes das espécies mais importantes para o Estado durante os anos agrícolas de 2008/09 e 2009/10. Para tanto, foram feitos levantamentos de dados no Ministério de Agricultura Pecuária e Abastecimento, quanto as certificadoras, laboratórios credenciados e particulares e laboratórios oficiais, certificadores de produção própria, comerciantes, reembaladores e amostradores. Por outro lado, as certificadoras também foram questionadas a respeito da qualidade de suas certificações, com indagações sobre corpo técnico, laboratórios próprios, custo para certificar as diferentes espécies/categoria, atuação em Goiás e outros estados; e demais assuntos pertinentes, tais como entraves e perspectivas da certificação em Goiás e expectativas quanto ao mercado de sementes. Com as informações obtidas concluiu-se que a cadeia de produção está adequadamente aparelhada, tanto estrutural como tecnicamente, necessitando, porém de uma melhor organização entre seus vários elos. Verificou-se também em Goiás que dentre as categorias, a maior produção de sementes está voltada para milho e soja, por isso tanto o registro de áreas como a comercialização destas sementes também seguem a mesma tendência.

Många elever kämpar med matematikämnet i skolan. Dessa elever får inte alltid rätt stöttning vid rätt tid vilket kan resultera i att eleverna inte klarar grundskolan. Skolan har ett kompensatoriskt uppdrag och har en skyldighet att snabbt identifiera eleven i behov och sätta in rätt stödinsatser. Det finns olika former av stödinsatser där en kallas för extra anpassning. Det är en förhållandevis ny reform och lärare känner sig osäkra kring vad den egentligen innebär. Syftet med arbetet är således att bidra med kunskap om skolors kvalitetsarbete med extra anpassningar i matematik. Insamlingsmetoden som använts för att uppfylla syftet är dokumentinsamling samt intervjuer med verksamma lärare. Specialpedagogiska perspektiv har använts för att analysera resultatet. Slutsatserna av studien antyder att skolornas kvalitetsarbete med extra anpassningar i matematik skiljer sig åt beroende på vilka svårigheter eleverna anses ha. / Many students battle with math in school. These students don’t always get the right aid in time which can result in them not graduating from elementary school. The school has a compensatory commitment and an obligation to identify the student in needs quickly and introduce the required aid. There are various forms of support, one is called additional adjustments. It is a comparatively new reform and teachers feel uncertain about what the aid should actually entail. The purpose of this study is therefore to contribute with knowledge about schools quality work with additional adjustments in mathematics. Documents have been collected and interviews with active teachers have been performed to fulfil the purpose. Perspectives on special pedagogy have been used to analyze the result. Conclusions of the study suggest that the schools quality work with additional adjustments in mathematics differ depending on which difficulties the students are believed to have.

The aim of this study is to contribute to understanding of how children try to understand and interpret their own father and his (possibly) violent actions against their mother in relation to their general conceptualizations concerning fathers and violence. A general social psychological and interactionist approach is related to the children’s selves as the organizing and experiencing structures, the family as the arena for experiences and communicative interaction, and society as a structure of norms and general ideas. The study is based on interviews with ten children, who were eight to twelve years old at the time of the interview and whose mothers had escaped from their fathers’ violence to a Women’s House. Qualitative interpretation of each child’s complex abstracted and generalized conceptualizations of fathers and violence enabled the understanding of individual themes as crucial parts of each child’s logically unified and conciliated symbolic meaning through the theoretical construct of negotiation. The study results in the identification of three alternative theoretical approaches to meaning-conciliation. One can be described as ‘conceptual fission’ in the general conception of fathers, one as ‘conceptual fission’ in the conception of the own father and one as negotiating the extension of the opposite of violence, described as ‘goodness’. These negotiations can be understood as parts of distancing violence from either one subgroup of fathers, from the overall, essential or principle understanding of the own father within the child’s relationship with him, or from fathers altogether, including the child’s own. The children’s attempts to combine normalization of their father as an individual with resistance to his violent acts are interpreted as indicating the difficulty that the combination of the social deviancy of violence and the family context constitutes for many children.

Pre-school as a Meeting Place – Children’s Access-strategies and Exclusions in Play and Conversation The research reported in this thesis attempts to understand what happens when children interact with each other in the context of activities in a pre-school setting (here called Daggkåpan) when adults are not involved. By using ethnographically inspired methodology, in combination with conversation-analysis, this project has been analysing everyday interaction between children who are three to five years old. The aim of the project was to understand how children at Daggkåpan create relationships and how they defend and protect their interactional spaces. I have studied how children shape, maintain and interrupt relationships and interactions with one another. I have studied and analysed what kinds of access-strategies the children utilize and create and also how these children exclude one another in play activities and everyday conversations. Sociocultural and interactionistic perspectives have been used. Findings suggest that it is very important for these children to maintain interactions with peers and gain access to play groups. The children of Daggkåpan create and use several different strategies for gaining access. The results also indicate that gaining access to play groups is particularly difficult in preschool settings since young children tend to protect shared spaces and ongoing play activities from children outside the realms of these spaces and activities. Children also co-construct a number of strategies for excluding peers from their interactional spaces. Steering clear from the dominating perspective that categorizes children and focuses on the individual child, I have in contrast focused children during their interaction with one another in peer group activities. In other words I have discussed peer-relations, peer-socialization and peer-perspectives from an interactional view. Studying peer-interactions through microanalysis allows for understanding what is meaningful for children in their peer-culture in preschool.

The purpose of this study was to investigate the impact of death on the family of the pastor. The study poses a question of what pastoral care model can be used to help the pastor’s family cope during their period of bereavement. A qualitative methodological design was followed, allowing individual experiences to emerge. Five female participants were interviewed. A qualitative analysis was undertaken in order to explore their grief and coping mechanism during the period of bereavement. The study traces the origin and causes of death, with the emphasis on African and biblical perspectives. The aspect of how people make meaning of death is also explored. The study revealed that death had a different impact according to their different culture. Death leads to grief which can be psychological, emotional, social, or spiritual. Several themes emerged from the study. The themes were used to produce a bereavement model that can be used to provide pastoral care to families during their period of bereavement. / Dissertation (MA Theol)--University of Pretoria, 2014. / gm2014 / Practical Theology / unrestricted

The researcher acknowledges that the church in Africa is growing fast; accepting its role of proclaiming the gospel, and that the ministry of reconciliation is still needed in all spheres of life and institutions in Africa, including the churches. After twenty-seven years of civil war, reconciliation in Angola becomes an imperative for the churches and faith communities as regards the healing of a wounded and victimized population. Being in the middle of Africa, Angola was during these troubled years of civil war as disturbing an issue for all Africa as were the thirty-four years of the apartheid policy in South Africa. In both countries dramatic changes took place and people experienced a new era of their histories, posing new challenges that churches need to face boldly. The Luena memorandum did not lead the country into national reconciliation or into the needed process of healing. Hence the present study. focusing on the Truth and Reconciliation Commission (TRC), aims to offer a comparative study of the South African and Angolan experience so that a ministry of reconciliation might be developed for Angola. The researcher firstly endeavoured to define these key terms: Mission, Church, Leadership, and the ministry of reconciliation in which the biblical perspective indicates that reconciliation is an inclusive and imperative ministry, being itself part and parcel of the mission Dei. The study looked all Africa as a continent in need of reconciliation because Africa has become a field of various tensions, including political; sociological, economical, cultural, religious, and ideological ones, and in particular the poverty, HIV/Aids that threaten Africa today. In spite of many criticisms levelled against the TRC, the process of truth and reconciliation did play a role in the country, to put South Africa on the road to national healing and nation building. Drawing from the South African experience the people of Angola, after drawing up their Luenda Memorandum, need to follow suit. The study indicates that the Luena memorandum, as well as the Cabinda memorandum, are catalytic events, which call for an all-inclusive effort of all Angolans in a structure like the TRC, for people to tell their stories so as to achieve repentance, forgiveness and reconciliation. The role of the churches in both countries varied during and after apartheid as well as the civil war. Churches were often used as instruments of oppression instead of being the light; fortunately the time arrived when the churches awoke and stood against apartheid and civil war. The churches need to rediscover their mission – comprising the dimensions of kerugma, koinonia, diakonia and leiturgia – to play their part in society, both in South Africa and Angola. The study reflects on the ministry of reconciliation in Angola from a theological and practical perspective. Theologically, reconciliation is viewed as soteriological, christological, pneumatological, historical and missiological: these perspectives are interconnected and include a number of practical dimensions, inter alia cultural, sociological, economical, and political. Particular attention is accorded to the cultural dimension where ubuntu (humanness) and tata nlongi (teacher-catechist) are compared as examples of contextual theologies, necessary for the ministry of reconciliation in South Africa and Angola. The conclusion offers recommendations to the society and the state, to the churches and communities of faith, adding a specific recommendation to the Mennonite churches regarding their world-wide endeavours for peace and non-violence over the world and pointing out that in Angola the Mennonites need to be more active in this field. Areas for further research, in future, are noted at the end of the thesis. / Thesis (PhD (Science of Religion and Missiology))--University of Pretoria, 2008. / Science of Religion and Missiology / unrestricted

This work presents analyses which punctuate the relationship-work-education and youth as ´ settles ´ for academics linked to the course of pedagogy of the Universidade Federal de Sergipe (UFS). Vocational perspectives are presented and ´construct´ of the subjects as students and workers who is based on contributions from authors such as Maria Helena Abramo, MaríliaSpósito, Machado Pais, Alain Coulon that guiding discussions about youth in Brazil, Portugal and France. Contributions that signaling distinct ways of identifying, building and youth experiences enjoyed in three chapters to understand possible meanings of being young and industrious, University paths that have been drawn or not have been planned in the set of experiences that are (or have been) subjected the young investigated in these interviews. The search is to explore aspects of living at graduation, and future propositions from personal experience of the investigated in both universes elected as a research center, as the people build their academic and professional identity by establishing relationship with these two fields, realizing their movement, their experience in doing the work and the course. Search exposure is as follows: chapter I is about the youth vis-à-vis social, perspectives around the theme, the understanding of youth and troubles that tend to surround them. Chapter II scores about logical and challenges established by the market despite offers, demands of employability and binding. Chapter III brings possible reflections related to graduation as a likely way to professional career ways, structuring elements of the course of Pedagogy, curriculum, training composition perpetrated as a way to better understand their requirements to the students and their progress in understanding of the language of the subject. / O trabalho tem como objeto a relação juventude - trabalho - educação. Para tanto, elegeu-se como objetivo geral explorar aspectos ligados à vivência na graduação, e proposições de futuro a partir da experiência pessoal dos investigados nos dois universos eleitos como centro da pesquisa, como os sujeitos constroem uma identidade acadêmica e profissional mediante a relação que estabelecem com esses dois campos, perceber seu movimento, sua experiência no fazer-se pelo trabalho e pelo curso. Essa pesquisa justifica-se pelo interesse de enveredar no ideário de acadêmicas a respeito da graduação e do curso. Para alcançar os objetivos dessa pesquisa foram realizadas entrevistas com seis jovens acadêmicas para compreender essa representação de acordo com o relato das estudantes. São apresentadas perspectivas de formação profissional e construção‟ dos sujeitos como estudantes e trabalhadores baseadas em contribuições de autores como Maria Helena Abramo, Marília Spósito, Machado Pais, Alain Coulon que orientam discussões sobre juventude no Brasil, Portugal e França. Aportes que sinalizam maneiras distintas de identificação, construção e vivências juvenis apreciadas em três capítulos para entender possíveis significados de ser jovem universitário e trabalhador, caminhos traçados que tenham ou não sido planejados no conjunto de experiências a que estão (ou estiveram) sujeitos as jovens investigadas e conforme delineiam em entrevistas. A busca consiste em explorar aspectos ligados à vivência na graduação, e proposições de futuro a partir da experiência pessoal das investigadas nos dois universos eleitos como centro da pesquisa, como os sujeitos constroem uma identidade acadêmica e profissional mediante a relação que estabelecem com esses dois campos, perceber seu movimento, sua experiência no fazer-se pelo trabalho e pelo curso. A exposição da pesquisa dá-se da seguinte forma: O capítulo I volta um olhar para a juventude como construção social, perspectivas em torno da temática, o entendimento de juventude e problematizações que tendencialmente cercam-na, conjecturas pontuadas ao lidarmos com jovens universitários. O capítulo II pontua-se a respeito de lógicas e desafios estabelecidos pelo mercado de trabalho em que pesem ofertas, demandas de empregabilidade e vinculação. O capítulo III traz possíveis reflexões, sobretudo ligadas à carreira acadêmica como provável caminho direcionador à carreira profissional, elementos estruturadores do curso, composição curricular, formação perpetrada como forma de melhor compreender as suas exigências aos estudantes e seu desenrolar na compreensão das falas dos sujeitos. O Curso de Pedagogia surge nas falas como caminho a gerar oportunidades variadas.